CLASSROOM MANAGEMENT

CLASSROOM MANAGEMENT

1. DR.MAHESWARI JAIKUMAR [email protected]

2. Classroom management is a term used by  teachers  to describe the process of ensuring that classroom  lessons  run smoothly despite  disruptive behavior  by  students .

3. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers.

4. CLASSROOM MANAGEMENT  Classroom management is vital for successful teaching.

5. A positive classroom management establishes a favourable conditions that permit effective teaching learning strategies.

6. Although the factors that affect a classroom are beyond the teacher’s control, a good teacher should overcome handicaps by effective planning & judicious directions thus promote a good atmosphere for learning.

7. Classroom management refers to : 1. Creating a safe and inclusive environment for students learning. It facilitates building a strong positive relationship with and among the learners.

8. A strong classroom management paves way to understand the unique adolescent body and mindset. A good classroom fosters good understanding of the multi-cultural and individual differences within a classroom.

9. A well managed classroom promotes a love for learning and success. It presents engaging instructions to the learners.

10. A well managed classroom is consistent and fair for discipline. It has well-practiced routines and procedures to promote teaching & learning.

11. A good classroom states simple and clear expectations for rules to be followed. It stages appropriate interventions to be undertaken for the students.

12. NEED FOR CLASSROOM MANAGEMENT Classroom management is crucial in classrooms because it supports the proper execution of curriculum development.

13. Classroom management helps in developing best teaching practices, and putting them into action.

14. Classroom management is closely linked to issues of  motivation ,  discipline  and  respect .  A large part of traditional classroom  management  involves behavior modification

15. TECHNIQUES Corporal punishment Rote discipline Preventive techniques Good teacher-student relationships

16. CORPORAL PUNISHMENT Until recently,  corporal punishment  was widely used as a means of controlling disruptive behavior but it is now illegal in most schools. It is still advocated in some contexts by ultra-religious people such as  James Dobson

17. ROTE DISCIPLINE  It involves assigning a disorderly student sentences or the classroom rules to write repeatedly. Among the many types of classroom management approaches, it is very commonly used.

18. PREVENTIVE APPROACH Preventive approaches to classroom management involve creating a positive classroom community with mutual respect between teacher and student. Teachers using the preventive approach offer warmth, acceptance, and support unconditionally.

19. Preventive techniques also involve the strategic use of praise and rewards to inform students about their behavior rather than as a means of controlling student behavior.

20. GOOD TEACHER-STUDENT RELATIONSHIPS A good teacher-student relationships in the classroom involves the appropriate levels of dominance, cooperation, and awareness of high-needs students.

21. Assertive teacher behavior also reassures that thoughts and messages are being passed on to the student in an effective way.

22. Assertive behavior can be achieved by using erect posture, appropriate tone of voice depending on the current situation, and taking care not to ignore inappropriate behavior by taking action

23. SYSTEMATIC APPROACHES TO CLASS MANAGEMENT

24. Culturally responsive classroom management The Good Behavior Game Positive classrooms Assertive discipline Discipline without Stress, Punishments or Rewards

25. PROCESS APPROACH TO CLASSROOM MANAGEMENT The goal is to:

26. D evelop caring, supportive relationships with and among students. Organize and implement instruction in ways that optimize students’ access to learning

27.  U se group management methods that encourage students’ engagement in academic tasks. Promote the development of students’ social skills and self–regulation.

28. Use appropriate interventions to assist students with behavior problems.

29. Dr. Tracey Garrett also describes classroom management as a process consisting of key tasks that teachers must attend to in order to develop an environment conducive to learning.

30. The tasks of classroom management according to Tracey include: ( 1) organizing the physical environment. (2 ) establishing rules and routines

31. (3) developing caring relationships. (4) implementing engaging instruction. (5 ) preventing and responding to discipline problems

32. TIME MANAGEMENT   Kauchak and Eggen (2008) Kauchak , D., and Eggen , P. (2008 ), categorize class into four categories as follows:

33.   The four overlapping categories are: A llocated time. Instructional time. E ngaged time. A cademic learning time.

34. ALLOCATED TIME Allocated time is the total time allotted for teaching, learning, and routine classroom procedures like attendance.

35. INSTRUCTIONAL TIME Instructional time is what remains after routine classroom procedures are completed. i e ., instructional time is the time wherein teaching and learning actually takes place.

36. ENGAGED TIME Engaged time is also called time on task. During engaged time, students participate actively in learning activities—asking and responding to questions, completing worksheets and exercises, preparing skits, etc.,

37. ACADEMIC LEARNING TIME Academic learning time occurs when students 1) Participate actively . 2 ) Are successful in learning activities. Effective classroom management maximizes academic learning time.

38. COMMON MISTAKES Two students with similar looking misbehavior may require entirely different intervention strategies.  Not every approach works for every child.  

39. Teachers need to learn to be flexible. Another common mistake is for the teacher to become increasingly frustrated and negative when an approach is not working .

40. The teacher may raise his or her voice or increase adverse consequences in an effort to make the approach work . This may impair the teacher-student relationship.

41. Inconsistency in expectations and consequences is an additional mistake that can lead to dysfunction in the classroom.

42. To avoid this, teachers should communicate expectations to students clearly and be sufficiently .

43. "Ignoring and approving" is an effective classroom management strategy . This involves ignoring students when they behave undesirably and approving their behavior when it is desirable.

44. When students are praised for their good behavior but ignored for their bad behavior, this may increase the frequency of good behavior and decrease bad behavior. 

45. Student behavior may be maintained by attention.

46. If students have a history of getting attention after misbehavior, they may continue this behavior as long as it continues to get attention.

47. If student misbehavior is ignored, but good behavior results in attention, students may instead behave appropriately to acquire attention.

48. Therefore principles and concepts like behaviour management, behaviour engineering, child development and child psychology are to be optimally used for effectively managing the classroom.

49. THANK YOU